Instructional Software

Lesson Idea Name: What Do You Think?

Content Area: Writing
Grade Level(s): Fourth

Content Standard Addressed: ELAGSE4W1: Write opinion pieces on topics or texts, supporting a point of
view with reasons.
a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related
ideas are grouped to support the writer’s purpose.
b. Provide reasons that are supported by facts and details.
c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
d. Provide a concluding statement or section related to the opinion presented.

Technology Standard Addressed: 1. Facilitate and Inspire Student Learning and Creativity

Selected Technology Tool: BrainPOP

URL(s) to support the lesson (if applicable): https://www.brainpop.com/english/writing/writingprocess/

Type of Instructional Software:

☐ Drill and Practice ☒ Tutorial ☐ Simulation ☐ Instructional Game ☐ e-books/e-references

Features of this software (check all that apply):

☒ Assessment Monitoring/Reporting
☐ Allows teacher to create customized lessons for students
☐ Multi-user or collaborative functions with others in the class
☐ Multi-user or collaborative with others outside the class
☒ Accessible to students beyond the school day
☒ Accessible via mobile devices
☒ Multiple languages
☒ Safety, security and/or privacy features

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion ☒ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL):

Students are represented and engaged in many ways for this lesson, they are allowed choice and a chance for
creativity.
Engagement: The students are put into small groups to share their writing and critique their classmates work.
The collaboration serves as a final check for the students before handing in the final copy.
Representation: This assignment allows for multiple means of representation because the students are
allowed to choose how they display their final product. They can either write it up in a word document, write
on paper, or create a slideshow to display their opinion piece. The BrainPOP video gives the students a video

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 Instructional Software
and auditory review of the writing process they should use when writing.
Action and Expression: After grading, the teacher will meet with the students to review and get feedback
from the assignment. They are given a choice in how they choose to represent their information.
Lesson idea implementation:

To begin, the teacher will explain the new writing style they will be using called “opinionated writing”. Before
explaining the assignment, the teacher should show the BrainPOP video to review the writing process. After,
she should ask the students to explain to her step-by-step how the writing process should work.

After the video, the teacher will display the writing instructions on the board. She will explain that an opinion
piece means that the student should write how they feel about a topic. The teacher should highlight that they
should write in first-person point of view and they should at least have two paragraphs. Before individual
work time, the teacher should show an example of a good opinionated writing piece to the students to
demonstrate how they should write and format their papers.

The students will have thirty minutes of individual work time to complete a draft version of their opinion
piece. After the thirty minutes, the students will be placed in small groups (2-4 people) and they will read
their passage to each other. The students should provide feedback to one another on how to improve their
writing. After the think-pair-share time, the student will have thirty minutes to complete the final draft. They
have the choice to either handwrite the paper or type it using Microsoft Word. To turn in, the students who
handwrote their paper will return it to the drawer, and the students who typed it will submit it via an online
drop box.

To conclude the lesson, the teacher will put short paragraphs (between 2-5) on the board and the students
will have to raise their hands, answer if it is opinionated writing or another genre, and explain how they
know.

After grading, the teacher will sit with each student, re-read their papers with them, and provide feedback to
help improve their future writing.

They teacher will choose three pieces to be posted onto the classroom blog WITHOUT identifying
information. In total, this lesson should take an hour and a half.

Reflective Practice:
I feel these activities will provide an ample learning opportunity or all of my students. They can express
themselves immensely through this lesson because their paper is about their personal views. It incorporates
their culture and perspectives associated with the given topic. To further extend this lesson, I can incorporate
other writing styles and explain to students the similarities and differences through the use of a Venn
Diagram or chart. Tools that can extend this could be voiceover tools that allow students to record
themselves reading their writing.

Spring 2018_SJB